Author

Josephene May A. Fernandez*
Mompeller Elementary School, Mompeller, Argao, Cebu, Philippines

Abstract

This study investigated the state of technology integration and its impact on pupil engagement in Mompeller Elementary School and Colawin Elementary School, Grade VI pupils. Specifically, this focused on how technology usage affected learners’ behavioral, emotional, and cognitive engagement in rural pupils and the context of users lived experience they faced, including teachers. The study was premised on the assumption that technology integration enhances student engagement when integrated appropriately into instruction. Quantitative data which have been collected through a survey questionnaire, administered to selected pupils, have been analyzed descriptively. In-depth data were drawn from semi-structured interviews with teachers. Within the convenience of a descriptive and correlational study, the findings suggested that the state of technology integration and student engagement is perceived very high in both schools. This implies that digital tools are widely embraced and utilized in classroom settings with pupils who showed attention, motivation, and curiosity either to utilize new types of digital learning tools and participated while using the tools in learning activities. Moreover, the relationship between technology and integration factors, and student engagement was seen to be a weak and not significant statistical linkage so technology use per se don’t influence learners in learning in the classroom. Contextually, the challenges involving effective technology integration were limited devices, unstable internet connections, insufficient technical concerns, lack of teacher training, and class with large pupils. With the technology integration context acknowledged and accepted, this study constitutes Element of technology integration highly beneficial, however depending on teacher preparedness and resources, for which recommendation for future study remains tiny encompassed about other factor which affect engagement of pupils in rural pupils.

Keywords: Technology integration, student engagement, rural education, digital tools, contextual challenges.

*Corresponding author / Email: fernandezjosephenemay@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031356

Recommended citation:
Fernandez, J. M. A. (2026). Technology integration, engagement and contextual challenges among Grade VI learners in selected rural elementary schools in Cebu. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 1662-1677. http://doi.org/10.69651/PIJHSS05031356

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